Learning Together NCERT Class 7 Poorvi Free Notes

The Day the River Spoke

Introduction to Jahnavi’s Story

This story follows Jahnavi, a bright young girl from a coastal village in India. She lives with her parents who work as farmers, alongside her three brothers. What makes Jahnavi special is her strong desire to attend school and gain education, despite facing many challenges at home where household duties are given priority over her education. The most imp element of this story is Jahnavi’s conversation with the River, which becomes her guide and inspiration.

Jahnavi’s Struggle

Jahnavi feels very upset because she’s not allowed to go to school. While her brothers Gopi (also called Ettan) and Meena attend school regularly, she’s always told she’s too young. When she was five years old, she had to stay home to take care of her younger brother Ramu, which delayed her education. Now, almost ten years old, she still can’t go to school because she must care for her youngest brother Appu. This makes Jahnavi feel neglected and worried that she’s now too old to start school and will never get chance to learn properly.

Conversation with the River

One day, while crying by the riverside, Jahnavi is surprised when the River speaks to her in a sleepy, comforting voice. The story gives human qualities to the River, making it a character that can comfort and advise Jahnavi. The River knows that Jahnavi visits daily, showing they have a special connection.

The River tries to help Jahnavi by:

Encouraging her to overcome her fear of attending school
Comparing her abilities to boys, telling her girls can achieve just as much
Suggesting she quietly join a school class to listen and learn
Sharing knowledge about the moon’s path and ships, which makes Jahnavi more curious

Jahnavi’s Action

After being inspired by the River’s advice, Jahnavi finds courage to visit the school. She stands at the door listening to a lesson about King Ashoka, while Appu sleeps on her shoulder. Eventually, she quietly enters and sits in the back row. Nobody notices her at first, and she listens very carefully to the lesson. When the teacher finally discovers her, he’s kind and recognizes her as Gopi’s sister. The teacher promises to talk with her father about letting her join the school.

Resolution

The story ends happily when:

The teacher visits Jahnavi’s home and convinces her father to let her attend school
Jahnavi’s mother supports her education, remembering her own unfulfilled wish to study
Jahnavi makes a promise to become a teacher herself and help other village girls attend school
She returns to the River, excited about learning to read, write, and understand nature
The River promises to share more stories about ships, showing their special friendship will continue

Let us discuss

Q1: What was Jahnavi’s dream? Was it important to her? Why? Jahnavi’s dream was to attend school and learn to read and write. Yes, it was very important to her because she wanted to understand the world around her, like why spiders are yellow or why fish turn into frogs. Education represented freedom for her and an opportunity to grow beyond just doing household duties. This dream gave her hope even when her family did not support her initially.

Q2: Do you think the river can help her in fulfilling her dream? How? Yes, the River helps Jahnavi in many ways:

It gives her emotional support when she’s feeling sad
It provides practical advice about visiting the school
It boosts her confidence by comparing her abilities to boys
Its suggestion to quietly join a class helps her get noticed by the teacher
The stories it shares make Jahnavi more curious and motivated to learn

Let us think and reflect

Extract 1: “You shouldn’t cry, you know,” … “I’ve got to hurry to reach the sea, you know.”

Q(i): The tone of the River in the given extract is (assuring/sympathising) The River’s tone is assuring. It comforts Jahnavi by telling her not to cry or be scared, showing confidence that she has strength to overcome her problems.

Q(ii): Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot. “when you have been coming here to see me every day, well, almost every day.” This shows Jahnavi regularly visits the river, making it a familiar and special place for her.

Q(iii): The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses A. excitement, B. hesitation, C. irritation, D. disbelief The correct answer is D. disbelief. Jahnavi is shocked and can’t believe that the River is actually speaking to her, as this seems impossible.

Q(iv): Choose three qualities of the River highlighted in the extract from the words in the box. affectionate, forgiving, thoughtful, impatient, kind-hearted The three qualities are:

Affectionate: The River calls her “Dear, dear!” showing warmth
Thoughtful: When it asks “What’s the matter?” it shows concern for her
Kind-hearted: It comforts her saying she shouldn’t cry or be scared

Extract 2: “Can I do something?” … “They’d chase me out.”

Q(i): According to the River, there was no difference between girls and boys because The River believes girls can do just as much as boys because they have equal abilities. It points out that girls swim as fast as boys, suggesting there are no limitations based on gender.

Q(ii): Identify whether the following statement is true or false. The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school. This statement is true. The River motivates Jahnavi to believe in herself and take action to attend school despite her fears.

Q(iii): When the River suggests that Jahnavi should ‘slip along’, it means that she should move A. quickly, B. casually, C. quietly, D. confidently The correct answer is C. quietly. “Slip along” suggests moving discreetly without drawing attention to herself initially.

Q(iv): What does the repetition of the phrase I couldn’t, tell us? The repetition of “I couldn’t” shows how fearful and lacking in confidence Jahnavi is. It highlights her worry about being rejected or scolded if she goes to school. This repetition reflects her internal struggle before she finally gains enough courage to act.

Q1: Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this? The writer describes nature in detail (like the kingfisher’s wings or the lizard’s movement) for several reasons:

It creates a vivid and magical setting where Jahnavi feels comfortable
It sets up the idea that the River could speak, making it seem part of a living world
It reflects Jahnavi’s natural curiosity about the world around her
This curiosity connects to her desire to learn and attend school

Q2: How did the River know so much about Jahnavi? The River knows a lot about Jahnavi because:

She visits the river almost every day
It observes her daily routine, emotions, and struggles during these visits
As a character in the story, it understands her dreams and fears
Their ongoing interactions have created a deep familiarity

Q3: Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line? From this line, we can understand that:

Jahnavi feels she is too old (nearly ten) to start school
She is insecure about being older than other beginners
The school probably has younger students starting their education
Her family has delayed her education for so long that she feels it might be too late

Q4: Why did the River laugh when Jahnavi said she would be scared at school? The River laughs because:

It finds Jahnavi’s fear surprising considering how brave she is in other situations
It knows she isn’t afraid of natural dangers like lizards, snakes, or loud trains
The laughter is gentle and meant to encourage her to recognize her own strength
It shows the contrast between her comfort with the river environment and her fear of school

Q5: Why should Jahnavi follow the River’s advice? Jahnavi should follow the River’s advice because:

It’s practical and empowering for her situation
The suggestion to quietly join a class is a safe way for her to start learning
The River’s encouragement helps build her confidence
Its belief in gender equality motivates her to challenge family restrictions
Following this advice eventually leads to her successful enrollment in school

Q6: How does the conversation between Jahnavi and the River make the story more appealing? The conversation makes the story more appealing by:

Adding a magical element with the River as a wise, talking character
Creating an emotional bond between Jahnavi and the River
Revealing Jahnavi’s dreams and fears through dialogue
Blending reality with fantasy in a way that’s engaging for readers
Making the River a friend and mentor figure that children can relate to

Q7: What is the main message that the writer intends to convey? The main message of the story is:

Courage and determination can help overcome obstacles
Education is important, especially for girls
Gender equality is important – girls can achieve just as much as boys
Taking initiative, like Jahnavi did by following the River’s advice, can change your life
Sometimes wisdom and encouragement come from unexpected sources

Try Again

Introduction to King Bruce’s Story

This beautiful poem tells us about King Bruce of Scotland, who is feeling very hopeless. He has tried many times to do something great for his people but has failed each time. Feeling sad and discouraged, he considers giving up completely and lies down in a lonely mood. However, he notices a spider trying again and again to climb to its web, and this persistent little creature inspires him to try one more time. Written by Eliza Cook, this poem uses the spider as an imp symbol of never giving up.

King Bruce’s Despair

King Bruce is a powerful monarch, but he feels very sad after failing multiple times. His goal was to make his people happy by achieving something great for them. Despite trying his best, he cannot succeed in his mission, which makes him feel very low and hopeless. Lying down with grief, he decides to stop trying altogether.

The Spider’s Struggle

The poem describes how a spider drops from a delicate thread while trying to reach its web high above. The spider:

Climbs with strong effort but falls repeatedly
Slips back to the ground after each attempt
Makes nine separate attempts, failing each time
Gets dizzy and weak but still persists
Climbs inch by inch, never giving up
Finally succeeds on the tenth attempt with a bold final climb

King Bruce’s Inspiration

King Bruce watches the spider’s struggle carefully. At first, he thinks the spider will give up just like he wanted to. But he starts admiring its determination and calls it brave and honorable for not quitting. The spider’s success after so many failures inspires King Bruce to defy his own despair and try once more. He resolves to make one final attempt, learning an important lesson from the tiny spider. This time, he succeeds and achieves his goal for his people.

Let us discuss

Q1: Complete the summary of the poem by filling in the blanks. The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling low after failing multiple times to achieve something great for his people. In a moment of despair, he observed a spider trying to reach its web high above. The spider tried every time it fell after getting close to its goal. It made nine attempts and finally succeeded. The king said that the spider had conquered and so would he. Inspired by the spider’s determination, King Bruce decided to try. When he mounted this time, he ultimately succeeded.

Q2: Complete the following sentences suitably: We can say that the poet uses the narrative style because

It tells a story with clear beginning, middle and end, like a tale
It follows King Bruce’s journey from feeling hopeless to becoming successful
The narrative keeps readers interested by describing events in order

The central idea of the poem is

If you keep trying, you will succeed even after many failures
Determination, like the spider showed, can help overcome any obstacle
Even small creatures like spiders can teach us big lessons about not giving up

Q3: Pick three examples from the poem for each of the following: Lines that describe the spider’s efforts

“It soon began to cling and crawl / Straight up with strong endeavour.”
“Its head grew steady – again it went, / And travelled a half-yard higher.”
“Steadily, steadily, inch by inch, / Higher and higher he got.”

Alliteration

“Cling and crawl” – repeating the ‘c’ sound
“Silken, filmy clue” – repeating the ‘s’ and ‘f’ sounds
“Braced his mind” – repeating the ‘b’ sound

Q4: Why does the poet repeat the following words or phrases in the poem? Tried and tried: To show how the spider and Bruce kept attempting repeatedly without giving up Steadily, steadily: To emphasize the spider’s careful, consistent effort without rushing Up, up: To highlight the upward struggle and determination to reach the goal

Q5: Fill in the blanks by choosing the correct answer. The rhyme scheme of the poem is (AABB/ABBA/ABAB) AABB: Each stanza has pairs of rhyming lines (for example, think/sink, glad/sad)

‘Bravo’ is an example of (conjunction/interjection/adjective) Interjection: It expresses sudden emotion like praise or excitement

The poet uses ’twas and ’tis for the sake of (rhythm/rhyme/contraction) Contraction: These shorten “it was” and “it is” to fit the poem’s rhythm better

Let us think and reflect

Extract 1: “He flung himself down in low despair, … To see what the spider would do.”

Q(i): Select the phrase which shows the physical expression of the King’s emotional state. “He flung himself down” shows his physical action of collapsing, which reflects how hopeless he feels inside.

Q(ii): Why does the poet use the word ‘low’ before despair? The word “low” emphasizes just how deep King Bruce’s sadness is. It suggests he has reached his lowest emotional point and is ready to give up completely.

Q(iii): In the line, ‘And after a while he pondered there’, the word ‘pondered’ means A. paused, B. thought, C. noticed, D. rested The correct answer is B. thought. It indicates that Bruce is thinking deeply about his situation.

Q(iv): The phrase ‘silken filmy clue’ creates an image of something that is (long and light/very delicate and soft). The correct option is “very delicate and soft.” It describes the spider’s thread as fragile and smooth.

Extract 2: “…when it toils so hard to reach and cling, … Oh say, will he lose or win it?”

Q(i): Choose the correct option to complete the analogy. toil: hard:: A. roll: tumble, B. tumble: circle, C. compress: roll, D. jump: tumble The correct option is D. jump: tumble. “Toil” is effort like “jump” is action; “hard” describes toil like “tumble” describes falling after jumping.

Q(ii): List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.

Persistence: The spider tries again even after falling
Determination: It continues climbing with effort despite previous failures

Q(iii): The expression ‘Ah me!’ in the extract indicates a sense of A. happiness, B. stress, C. relief, D. loneliness The correct option is B. stress. It shows the poet’s worry about whether the spider will succeed or not.

Q(iv): Readers are able to relate to this extract because

It captures the common experience of struggling to reach a goal
The spider’s repeated failures are similar to human challenges
The suspense of whether success or failure will happen makes readers feel involved

Q1: How does the first stanza help in setting the mood of the poem? The first stanza sets a very sad and hopeless mood by:

Describing King Bruce’s loneliness and “sinking heart”
Showing his failure to achieve something great for his people
Creating a feeling of despair when he decides to give up
Setting up the contrast for his later transformation through inspiration

Q2: Describe how King Bruce’s attitude changes from the beginning towards the end of the poem. At the beginning:

Bruce is sad and hopeless after many failures
He feels grieved and lies down, thinking all his efforts are useless
He’s ready to completely give up on his goal

In the middle:

He watches the spider’s struggle with interest
His attitude starts shifting as he sees its determination

By the end:

He becomes inspired and hopeful after seeing the spider succeed
He’s determined to try again, with new confidence
He successfully achieves his goal for his people

Q3: The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider? The detailed description shows that the poet:

Admires the spider’s determination and effort
Respects its persistence despite failing many times
Views the spider as a symbol of resilience and courage
Has a positive, appreciative attitude toward even small creatures
Believes important lessons can come from unexpected sources

Q4: How does the spider inspire us to overcome despair and not give up? The spider inspires us by:

Making repeated attempts despite falling down nine times
Succeeding on the tenth try, showing persistence leads to victory
Teaching us to keep trying, even when facing many setbacks
Showing that even small creatures can demonstrate great strength
Proving that success often comes after multiple failures

Q5: The poem teaches us that failures are stepping stones to success. Explain. The poem shows that:

Failures, like the spider’s falls, are normal parts of the journey to success
Each failure teaches lessons that improve future attempts
The spider’s nine falls were necessary for its tenth successful climb
King Bruce’s previous failures prepared him for his final victory
Without experiencing failure, we might not appreciate success

Q6: The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate. This is true because:

The spider, a tiny creature, inspires a powerful king, showing inspiration comes from unexpected places
Its persistence teaches that determination is universal, regardless of size or status
The poem shows that we can learn from anyone or anything around us
Friends, teachers, family, or even nature can motivate us to keep trying
We should look for inspiration in everyday life and simple things

Three Days to See

Introduction to Helen Keller’s Perspective

In this moving text, Helen Keller, who cannot see or hear, shares her thoughts about experiencing the world through touch. She imagines what she would do if she was given sight for just three days. Her reflections make us think about how valuable our senses are and how we should appreciate life more. The text teaches us to make the most of what we can see, hear, touch, smell, and taste every day.

Day 1: Seeing Loved Ones

On her first day with sight, Helen wants to see the people who have made her life better. She especially wants to:

See her friends’ faces and their eyes to understand their emotions better
Connect visually with people she has only known through touch
See the facial expressions that show laughter or sadness
Strengthen her bond with people who have shown kindness to her
Experience the visual connection that she has missed

Without sight, Helen relies on touch to feel the outline of faces and detect emotions, but she longs for the visual connection that would deepen her relationships.

Day 2: Exploring the World

On the second day, Helen’s plans include:

Waking up at dawn to witness the sunrise
Experiencing the transformation from night to day
Being amazed by the light and colors of daybreak
Visiting museums to see earth’s history and human development
Looking at animals, ancient creatures, and human achievements

This day would give her a quick glimpse into both the past and present world, allowing her to see things she has only imagined before.

Day 3: Observing Daily Life

For her final day with sight, Helen would:

Explore a busy city to watch people going about their daily lives
Stand at a busy corner observing people’s expressions and actions
Feel happy seeing people smile, proud seeing determination, and compassionate seeing suffering
Connect with the everyday world through visual observation
Understand human experiences through seeing rather than just touching or hearing about them

This day focuses on connecting with ordinary people and understanding their experiences through sight.

Reflection on Senses

At midnight after the third day, Helen’s sight would end, leaving many things still unseen. She advises people with sight to:

Use their eyes as if they might lose them tomorrow
Apply this urgency to all senses: hearing, touching, smelling, and tasting
Treat each sensory experience as precious and important
Appreciate the gift of sight, which she believes is the most delightful sense
Glorify all senses to fully experience the world’s pleasures and beauty

Let us discuss

Q1: Identify the statements that are true.

3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life. True: Helen plans to spend Day 1 seeing loved ones to connect with their kindness.
4. The author acknowledges that even in three days, she would not be able to see everything. True: She realizes at midnight that much would remain unseen despite her three days.
6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow. True: She urges people to use their senses as if they could lose them very soon.
7. On the third day, the author would like to observe people in their daily lives and understand their experiences. True: She wants to watch people in the city to better understand their everyday lives.

Q2: Complete the table with what Helen Keller wanted to do on the three days.

Day	Activities
Day 1	See the people, know her friends from the feel of their faces, connect with their kindness and companionship
Day 2	Arise with the dawn, see the sunrise, visit museums to glimpse the world’s past and present, explore human progress
Day 3	Observe people in the city, stand at a busy corner, understand daily lives through smiles, determination, and suffering

Q3: The author says that you need eyes to be able to ‘see’ the true self of a person. Therefore, she refers to the eye as ‘window of the soul’. How is the narrator able to understand the feelings of a person?

Helen understands feelings through:

Touch, feeling the outline of people’s faces
Detecting emotions like laughter or sadness by touching facial features
Using her fingertips as her way to “see” emotions when she can’t use eyes
However, she longs for eyes to see deeper into a person’s true self, beyond what touch can tell her

Let us think and reflect

Extract 1: “I feel the delicate symmetry of a leaf. … feel the happy quiver of a bird in full song.”

Q(i): What does the ‘delicate symmetry of a leaf’ symbolise? The “delicate symmetry of a leaf” symbolizes the balanced beauty and perfect design found in nature. It shows Helen’s appreciation for nature’s detailed patterns that she can experience through touch.

Q(ii): List two phrases from the extract that describe the texture of objects in nature.

“Smooth skin of a silver birch”
“Rough, shaggy bark of a pine”

Q(iii): The phrase ‘awakening Nature after her winter’s sleep’ refers to This refers to the arrival of spring, when nature comes back to life after winter. It describes buds forming as the first signs of life after the cold season.

Q(iv): What is the tone of the writer in this extract? A. nostalgic, B. proud, C. admiring, D. celebratory The correct answer is C. admiring. Helen expresses wonder and love for nature’s various textures and signs of life.

Extract 2: “The next day I should arise with the dawn … and so I should go to the museums.”

Q(i): Which of the following words does not match with the word ‘thrilling’? A. experience, B. tale, C. knowledge, D. adventure The correct answer is C. knowledge. “Thrilling” suggests excitement, which fits with experience, tale, and adventure, but not with knowledge, which is more calm and factual.

Q(ii): Why does the writer refer to the earth as ‘sleeping earth’? The earth is called “sleeping” because it’s dark and quiet at night before sunrise. This suggests a peaceful state of rest that the sun will awaken with its light.

Q(iii): The writer wishes to dedicate the day to a brief look at the present and past world because She wants to understand human progress and earth’s history in the limited time she has. Museums offer a quick way to see animals, ancient creatures, and how civilizations have developed.

Q(iv): Why does the writer use ‘should’ multiple times in the extract?

“Should” expresses her strong intention and clear plan for the day
It shows her determination to make the most of her imagined sight
It emphasizes how important these choices would be if she really had three days to see

Q1: The sense of touch makes up for the loss of sight and hearing. Explain this statement with reference to the text. For Helen Keller, touch is extremely important because:

She relies on it to experience the world, feeling leaves, trees, and birds
She can detect emotions by touching people’s faces when she can’t see them
Touch lets her find joy in nature, like feeling a leaf’s symmetry
It partly replaces hearing by letting her sense vibrations, like a bird’s quiver
Through touch, she creates mental images of objects and people around her

Q2: Why does the author believe that the sense of sight is the most wonderful? Helen believes sight is most wonderful because:

It reveals beauty and details that touch alone cannot fully capture
It allows seeing friends’ eyes and expressions, creating deeper connections
Sight lets one witness majestic events like sunrise or sunset
It offers the most delight by showing colors, movement, and expressions
Her longing for sight shows its unique ability to connect with the world

Q3: How might the author’s opinion on making the most of our senses guide us to be kinder towards people with special abilities? Her opinion can guide us to:

Be more empathetic by imagining life without certain senses
Have more patience when interacting with people who have different abilities
Support accessibility tools like Braille or screen readers
Respect and assist those with disabilities without pity
Appreciate different ways of experiencing the world

Q4: What is the significance of imagining the loss of a sense, according to the author? According to Helen, imagining the loss of a sense:

Makes us appreciate what we have more deeply
Encourages us to use our senses fully (seeing smiles, hearing music)
Creates gratitude for everyday experiences we take for granted
Motivates us to live more mindfully, paying attention to sensory details
Helps us understand the value of what we might lose

Q5: How does the author encourage people to approach their everyday sensory experiences? Helen encourages people to:

Use their senses as if they might lose them tomorrow
Pay full attention when seeing, hearing, touching, smelling, and tasting
Find pleasure and beauty in daily sensory experiences
Be mindful and grateful for the ability to experience the world
“Glorify” all senses rather than taking them for granted

Q6: What do the author’s choices for the three days tell us about her values and priorities? Her choices reveal that she values:

Relationships and kindness, shown by seeing loved ones first
Knowledge and understanding human progress, shown by museum visits
Empathy for others, shown by observing daily life in the city
Connecting with both nature (sunrise) and humanity (city life)
Balance between personal connections, learning, and compassion for others

The three days show a progression from personal connections to broader understanding of the world and humanity, reflecting Helen’s thoughtful nature and balanced priorities.

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